Krashen材料

KrashenKrashen

Dr. Swathi VanniarajanDr. Swathi Vanniarajan

LLD270: Second Language AcquisitionLLD270: Second Language Acquisition

04/07/2304/07/23Dr. Swathi Vanniarajan, LLD 270 Dr. Swathi Vanniarajan, LLD 270

Krashen Krashen

Krashen’s Input Hypothesis ModelKrashen’s Input Hypothesis Model

Known by various namesKnown by various names Monitor hypothesisMonitor hypothesis Input modelInput model Comprehensible input modelComprehensible input model Natural modelNatural model

All these names refer to the one and the All these names refer to the one and the same modelsame model


Krashen Krashen

Five hypothesesFive hypotheses

Acquisition – learning distinction Acquisition – learning distinction hypothesishypothesis

Natural sequence/order hypothesisNatural sequence/order hypothesis Monitor hypothesisMonitor hypothesis Comprehensible input hypothesisComprehensible input hypothesis Affective filter hypothesisAffective filter hypothesis


Krashen Krashen

Acquisition-Learning Distinction HypothesisAcquisition-Learning Distinction HypothesisAcquisitionAcquisition LearningLearning

Subconscious – implicit Subconscious – implicit learninglearning

A distinct process – can A distinct process – can never become learningnever become learning

The way children learn The way children learn the languagethe language

Meaning focusedMeaning focused InductiveInductive Naturalistic settingsNaturalistic settings

Conscious – explicit Conscious – explicit learninglearning

A distinct process – can A distinct process – can never become acquisitionnever become acquisition

The way adults learn the The way adults learn the languagelanguage

Grammar (form) focusedGrammar (form) focused DeductiveDeductive Formal settingsFormal settings


Krashen Krashen

CriticismsCriticisms

Subconscious – conscious is a psychological Subconscious – conscious is a psychological processprocess

It is possible they are two endpoints in a It is possible they are two endpoints in a continuum (for Krashen, learning cannot become continuum (for Krashen, learning cannot become acquisition and vice versa)acquisition and vice versa)

Confusion between learning settings and Confusion between learning settings and psychological processespsychological processes

Problem in defining what a formal setting isProblem in defining what a formal setting is Research shows that children are not the best Research shows that children are not the best

language learnerslanguage learners Experimental verification is impossibleExperimental verification is impossible


Krashen Krashen

Current research opinion on Current research opinion on acquisition – learning distinctionacquisition – learning distinction

Krashen may be correct – neurobiological Krashen may be correct – neurobiological findings in the last 3 or 4 years indicate that findings in the last 3 or 4 years indicate that there are two kinds of knowledge – declarative there are two kinds of knowledge – declarative (what) and procedural (how).(what) and procedural (how).

Originally they were considered to be two sides Originally they were considered to be two sides of the same coin.of the same coin.

They have been shown to be two entirely They have been shown to be two entirely different processesdifferent processes

It is possible that children acquire language It is possible that children acquire language procedurally from the start whereas adults learn procedurally from the start whereas adults learn declarative knowledge and then try to convert it declarative knowledge and then try to convert it into procedural knowledge.into procedural knowledge.


Krashen Krashen

Implications of Acquisition-Learning Implications of Acquisition-Learning Distinction HypothesisDistinction Hypothesis

Content based language teaching – total Content based language teaching – total immersion is preferable.immersion is preferable.

Provide meaningful contexts for Provide meaningful contexts for understanding languageunderstanding language

Provide meaningful communication Provide meaningful communication activities such as information gap activities such as information gap activities.activities.


Krashen Krashen

Natural (order) sequence hypothesisNatural (order) sequence hypothesis

Children learn language in a predictable Children learn language in a predictable sequence.sequence.

It is impossible to alter the course of It is impossible to alter the course of development since language acquisition, development since language acquisition, be it L1 or L2 is a UG driven process.be it L1 or L2 is a UG driven process.

Grammar teaching is a waste of time.Grammar teaching is a waste of time.


Krashen Krashen

Criticisms on natural sequence hypothesisCriticisms on natural sequence hypothesis

Natural sequence is a product of various Natural sequence is a product of various factors such asfactors such as Perceptual saliency (competition model)Perceptual saliency (competition model) Input frequency (connectionist and social Input frequency (connectionist and social

interactionist models)interactionist models) Syntactic complexitySyntactic complexity Cognitive transparencyCognitive transparency Artifact of methods and instruments usedArtifact of methods and instruments used Native language influenceNative language influence


Krashen Krashen

Criticisms on natural sequence hypothesis (contd.)Criticisms on natural sequence hypothesis (contd.)

The sequences are not identical though similar – The sequences are not identical though similar – the items that are learnt in L1 are also learnt the items that are learnt in L1 are also learnt earlier in L2earlier in L2

Accuracy order is not acquisition orderAccuracy order is not acquisition order The morphemes studied are only a tiny part of The morphemes studied are only a tiny part of

the languagethe language Total disregard for grammar had negative results Total disregard for grammar had negative results

in Canadian immersion programsin Canadian immersion programs It has been shown that teaching can somewhat It has been shown that teaching can somewhat

alter the sequence (noticeability – attention alter the sequence (noticeability – attention hypothesis)hypothesis)


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Implications of natural order hypothesisImplications of natural order hypothesis

Errors are developmental and are a Errors are developmental and are a natural byproduct of learning – tolerate natural byproduct of learning – tolerate them.them.

Allow learners to make errors and do not Allow learners to make errors and do not correct them correct them


Krashen Krashen

Monitor hypothesisMonitor hypothesis

Three conditions:Three conditions: Knowledge of grammarKnowledge of grammar

Focus on grammarFocus on grammar

Availability of timeAvailability of time


Krashen Krashen

Monitor hypothesisMonitor hypothesis

Grammar focused learning leads to Grammar focused learning leads to grammar focused productiongrammar focused production

Children do not monitor so why should Children do not monitor so why should adults?adults?

Learning language is different from Learning language is different from learning about language.learning about language.


Krashen Krashen

Criticisms on monitor hypothesisCriticisms on monitor hypothesis

Children do monitorChildren do monitor Children are not the best language Children are not the best language

learners.learners. The hypothesis is not falsifiable.The hypothesis is not falsifiable. Total disregard for grammar had negative Total disregard for grammar had negative

effects in the Canadian immersion effects in the Canadian immersion programs.programs.

Noticeability hypothesis – monitoring may Noticeability hypothesis – monitoring may in fact be good.in fact be good.


Krashen Krashen

Implications of monitor hypothesisImplications of monitor hypothesis

Model language and do not teach Model language and do not teach grammar explicitly.grammar explicitly.


Krashen Krashen

Comprehensible input hypothesisComprehensible input hypothesis

Vygotsky – Zone of proximal development (ZPD)Vygotsky – Zone of proximal development (ZPD) i + 1 (expanded, it means, the level of i + 1 (expanded, it means, the level of

interlanguage plus 1 level beyond)interlanguage plus 1 level beyond) Comprehension is sufficient and there is no Comprehension is sufficient and there is no

necessity for production (exposure to data will necessity for production (exposure to data will along work is the innatist position but Krashen’s along work is the innatist position but Krashen’s position is different from the innatist position in position is different from the innatist position in the sense that what Krashen proposes is not the sense that what Krashen proposes is not exposure to any data but to data that are simple exposure to any data but to data that are simple and comprehensible)and comprehensible)


Krashen Krashen

No attention

Physical features based comprehension

Form based comprehension

Meaning based comprehension


Krashen Krashen

Comprehensible input hypothesis - criticismComprehensible input hypothesis - criticism

Imprecise terminology – impossible to come up Imprecise terminology – impossible to come up with operationalizable definitions, the level of the with operationalizable definitions, the level of the learner, 1 level, 2 levels, one level beyond – learner, 1 level, 2 levels, one level beyond – what are they?what are they?

Intuitively appealing but impossible to verify Intuitively appealing but impossible to verify Comprehensible output is as important as input Comprehensible output is as important as input

isis Comprehensible input cannot be a causal Comprehensible input cannot be a causal

variable since it is not given in all cultures.variable since it is not given in all cultures.


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Implications of input hypothesisImplications of input hypothesis

Employ teacher talk along motherese or Employ teacher talk along motherese or foreigner talkforeigner talk


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Affective filter hypothesisAffective filter hypothesis

Learners who suffer from anxiety or lack of Learners who suffer from anxiety or lack of motivation or negative attitude somehow motivation or negative attitude somehow switch off their comprehension switch off their comprehension mechanisms and so even if they are mechanisms and so even if they are provided comprehensible input, they will provided comprehensible input, they will not be able to process the input. Therefore not be able to process the input. Therefore a low affective filter is important.a low affective filter is important.


Krashen Krashen

How does affective filter work?How does affective filter work?


Krashen Krashen

The significance of affective filter hypothesisThe significance of affective filter hypothesis

Accounts for individual variationAccounts for individual variation Accounts for the differences between adult Accounts for the differences between adult

and child language acquisition processesand child language acquisition processes


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Criticisms on affective filter hypothesisCriticisms on affective filter hypothesis

A little anxiety is better than no anxiety at A little anxiety is better than no anxiety at all. all.

Motivation, attitude, anxiety – these may Motivation, attitude, anxiety – these may not be the cause but maybe the not be the cause but maybe the consequenceconsequence

A simple correlation (causal-result) cannot A simple correlation (causal-result) cannot be made between the affective variables be made between the affective variables and the language acquisition processand the language acquisition process


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Brain science and affective filter hypothesisBrain science and affective filter hypothesis

Brain scientists believe that affective Brain scientists believe that affective variables do play a role in human learning variables do play a role in human learning and that certain enzymes that are and that certain enzymes that are produced in the body while we are anxious produced in the body while we are anxious do prevent us from processing data.do prevent us from processing data.


Krashen Krashen

Implications of affective filter hypothesisImplications of affective filter hypothesis

Create a non-threatening Create a non-threatening teaching/learning atmosphere in the teaching/learning atmosphere in the classroom.classroom.

Provide a risk-safe environment.Provide a risk-safe environment. Students should not worry about being Students should not worry about being

criticized.criticized. Capitalize on what students already know.Capitalize on what students already know.


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Create teaching/learning environment in Create teaching/learning environment in such a way that students encounter such a way that students encounter success rather than failure.success rather than failure.

Provide positive and constructive Provide positive and constructive feedback.feedback.

Analyze your classroom behavior for any Analyze your classroom behavior for any hidden agendahidden agenda


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Krashen’s VariablesKrashen’s Variables

For Krashen, there are only two variables For Krashen, there are only two variables for language acquisition to take place:for language acquisition to take place: Abundant comprehensible inputAbundant comprehensible input Low affective filterLow affective filter


Krashen Krashen

Krashen – An evaluationKrashen – An evaluation

Major strength – intuitively appealingMajor strength – intuitively appealing Able to be translated into pedagogical modelsAble to be translated into pedagogical models Hybrid model and so draws strengths from Hybrid model and so draws strengths from

various theoriesvarious theories For the first time, somebody was able to say that For the first time, somebody was able to say that

grammar teaching was not goodgrammar teaching was not good Humanistic in its approachHumanistic in its approach ImpreciseImprecise Not verifiableNot verifiable Krashen’s dogmatic adherence to his Krashen’s dogmatic adherence to his

hypotheses is the major weakness.hypotheses is the major weakness.

Krashen材料

Education

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